But, in practice, not all students are
getting equitable access to arts education.
Not exact matches
Whatever the inadequacies of the engagement efforts, shouldn't we focus our criticism first and foremost on those elected officials, union leaders, and activists who were pursuing a strategy of deception and vitriol — who woke up every day seeking to thwart positive change for kids, seeking to prevent the expansion of schools that were
getting outsized success for children, seeking to undermine policies designed to increase
equitable access to the district's better schools, seeking to gum up efforts to empower parents with choice, and seeking to thwart all efforts aimed at fostering an honest conversation about which educators were truly superlative and which were badly underserving children?
To me, it's completely unrelated to the agenda from Brown, which was about
getting equal
access to educational opportunities for students — you know, initially through desegregation, but the heritage of Brown is also a large number of school finance reform lawsuits that have been trying to advocate for
equitable resource distribution between districts and schools.
First and foremost, system leaders must come up with clear and coherent guidelines about who
gets to make which decisions about local school improvement, how those decisions are to be made, what kinds of learning opportunities can be pursued, and how the district will ensure
equitable access to and participation in the process.
They are ready to advocate on behalf of their schools to make sure their children
get equitable funding and
access to facilities funding.